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Grade 1 Social Studies: INTERACTIONS and interdeendence of nations

Skyler Fellner and Victoria Fredlund

ESST 310-30

Social Studies Unit – Grade 1 Interactions and Interdependence

Name: Skyler Fellner

Subject: Social Studies

Lesson: 1

Content: Birthdays

We will open the class by having an open discussion about how we celebrate birthdays in Canada. We will brainstorm a list of how we celebrate our birthdays. After we have done this we will talk about some of the different birthday traditions celebrated around the world. All of the countries and their traditions can be found in the background information below. After we have discussed all of the different celebrations we will emphasize three different celebrations. Russia, Israel, and Mexico. We will move into the activity portion part of the lesson. This will be done in stations. The first station will be the Israel station where students will make crowns out of leafs and flowers to take home. The second station will be Russia where student go in pairs and make little pictures or crafts for their partner along with receiving a present (pencil) from the teacher. The third and final activity will be the Piñata stage where students in their group will take turns breaking the Piñata.

Background information:

Background info on the traditions from different countries found on the following website.

https://www.listplanit.com/2011/07/list-of-birthday-traditions-from-around-the-world/

o Birthday Tradition in Ireland• In Ireland the birthday child is lifted upside down and “bumped” on the floor for good luck. The number of bumps given is the age of the child plus one for extra good luck. Breithlá sona duit

o Birthday Tradition in Australia• In Australia the children eat a dish called “Fairy Bread”. This is a popular snack and is buttered bread covered with tiny, sprinkles known as “hundreds and thousands”. Happy Birthday!


o Birthday Tradition in Vietnam• In Vietnam, everyone’s birthday is celebrated on new year’s day, or Tet. (The Vietnamese do not know or acknowledge the exact day they were born. A baby turns one on Tet no matter when he/she was born that year. On the first morning of Tet, adults congratulate children on becoming a year older by presenting them with red envelopes that contain “Lucky Money,” or li xi. Chúc mừng sinh nhật

o Birthday Tradition in Brazil• In Brazil, children eat candies shaped like fruit and vegetables. The houses are decorated for the occasion with festive banners and brightly colored paper flowers. Brazilians pull on the earlobes of the birthday boy or girl for each year of their birthday. Feliz aniversário

o Birthday Tradition in Russia• In Russia, birthday children usually receive a present at school. Teachers often give a gift to their student, such as flowers, pencils or books to celebrate their birthday. Other children in the class might give small handmade gifts as well. Russians may also receive a birthday pie with a birthday greeting carved into the crust, instead of a cake. S dniom roždenija

o Birthday Tradition in Canada• In Canada, they serve homemade birthday cakes decorated with colored sugar sprinkles. Between the layers of the cake a wrapped coin might be found. Whomever finds it is the first to get a turn at all the party games. At the parties children receive colorful party favors called crackers. These are tubes wrapped in crepe paper. They pop when you pull a paper strip. Inside there is a small prize, your fortune or a hat. Happy Birthday!

o Birthday Tradition in Israel• In Israel the child who’s birthday it is wears a crown made from leaves or flowers and sits in a chair decorated in streamers. Guests dance around the chair singing. The parents lift the chair while the child sits in it. Yom Huledet Sameakh

o Birthday Tradition in Mexico• In Mexico there are two celebrations you have for your birthday. The first one is for your name or saint’s day which on this day you attend church. A priest blesses you. Then you go home to have a party that includes relatives and close family friends. The saint’s day party is much quieter and more formal. Children invite lots of friends to their parties, which always includes a pinata. This is a decorated bag or jug shaped like an animal. It’s filled with candles, toys, and coins. ¡feliz cumpleaños!

o Birthday Tradition in Germany• In Germany the children are never given homework or chores on their birthday. On a child’s birthday the house is decorated, the dining table or kitchen has a special wooden birthday wreath placed in it. The wreath contains small holes for candles and a holder in the center for the life candle. This a taller candle and is beautifully decorated. This candle

is lit each year of a child’s birthday until they reach the age of twelve. Alles Gute zum Geburtstag

o Birthday Tradition in India• In India children wear new clothes on their birthday. A child may rise at daybreak and get dressed in new clothes. The child kneels and touches the feet of their parents as a sign of respect. They then all visit a shrine, where they pray and the child is blessed. In the afternoon there might be a meal that includes a spicy vegetable stew called curry and chutney which is a spicy fruit relish. The dessert is a treat known as dudh pakh, which is a rice like pudding. They might also stir in pistachios, almonds, raisins, and a spice called cardamom. To receive a birthday present wrapped in black and white is considered bad luck. janmadin mubārak ho

Outcomes:

Social Studies Outcome - IN1.1 Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.

Indicators:

a. Generate questions about family traditions and celebrations (e.g., Are special clothes worn? Is there special food? Are there special dances, songs, music? Are there other special cultural traditions?).

b. Describe behaviours, actions, or activities that are part of students’ family traditions or celebrations.

c. Gather information regarding traditions, celebrations, or stories of others by identifying and accessing various resources (e.g., family members, Elders, teachers, neighbours, library books, video clips).

d. Re-tell stories about traditions and celebrations of members of the classroom (e.g., How do families spend free time? How are weddings, birthdays, anniversaries, or family reunions celebrated?).

e. Compare how families recognize important family events (e.g., What is the same about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different?).

Cross Curricula Competencies:

Arts Education Outcome - CH1.1 Describe the arts and cultural traditions found in own home and school community.

Indicators:

b. Identify different kinds of arts expressions in home and community (e.g., different types of music on the radio, buildings/architecture, graphic images on commercial products, furniture and clothing design, jewellery, photography in the home, community dance or theatre).

c. Demonstrate awareness that people from various cultures create artistic products and presentations as an important part of their heritage.

Prerequisite Learning:

Students must have a basic understanding of how they celebrate their own birthdays. They have to be able to work with arts and crafts supplies such as markers, scissors, and a glue/glue gun (if there is a teacher’s assistant in the room)

Adaptive Dimensions:

Adaptation would be choosing another country to do an activity from if none of the following activities work. For the piñata activity if the students cannot handle the activity we could color or draw a picture either hand made by the students or a sheet made by the teacher to color. Students would still gain the understanding of the celebration. With the crown activity the teacher could have the crowns already made and hand them out for students to wear the entire class if students don’t have the skills to make their own yet.

Preparation: (Equipment/Materials/Set-up):

Intro would be having pictures and visuals to show students about the celebration from around the world.

Activity #1 – Would be having headbands made, fake flowers/leafs for students to place on the crown, along with the supplies to do so (scissors, glue/glue stick)

Activity #2 – Having arts and crafts supplies ready for students to make crafts for each other (markers, scissors, glue, and other are supplies). Pencils to give to students for gifts.

Activity #3 – Having an extra supervisor so one adult can watch the students partaking in this activity. Having enough piñata’s per group for each to celebrate. Along with the stick and blind fold to use in the activity.

Time Required for Lesson:

45-50 Minutes

Introduction/Discussions (10-15 Minutes):

Opening portion of the class will be the discussion of different birthday celebrations. Students will share how they celebrate birthday parties at home. Making a checklist of the different celebrations to give students a visual on how we celebrate differently. This is where we will transition to the next part of the lesson where we discuss the different celebrations from around the world. Bringing up all the celebrations found in the background knowledge. After we have discussed the celebrations we will introduce the stations/activity portion of the lesson

Stations/Activities (30-35 Minutes):

This part of the lesson will be the hands on learning where students will actively participate in three different celebrations from around the world. First celebration is from Israel where students create a crown using leafs and flowers that they will wear for the remainder of class. Second celebration is the Russian birthday celebration. Students will begin this station by receiving a gift (pencil) from the teacher before being paired to create a small handmade gift for their partner. Last station will have the group of students taking turns at the piñata. Students will work together to crack open the piñata and enjoy the candy prize together. This celebration is how birthday celebrations are in Mexico.

Assessment:

Students will be assessed on their completion of the following stations. Mainly using the completion of the arts and crafts portion of the lesson.

Resources:



Social Studies Unit – Grade 1 Interactions and Interdependence of Nations

Name: Tori Fredlund


Lesson: 2

Content: Aboriginal Pow wow ceremonies


Pow Wows are the Aboriginal people’s way of meeting together, to join in dancing, singing, visiting, renewing old friendships, and making new ones. This is a time method to renew First Nations Culture and preserve the rich heritage of First Nations people

From: http://www.powwows.com/what-is-a-pow-wow/#ixzz3tgJzAn1B

Outcomes and Indicators:

Outcome: IN1.1

Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.





Outcome: IN1.2

Discuss cultural diversity in the family and classroom, including exploration of similarities and differences.

a. Describe positive attributes of the individual students’ families.

b. Recognize that families are varied and diverse.

c. Explore the diversity of ways of life for families (e.g., language, clothing, food, art, celebrations).

d. Identify ways in which families are similar and ways in which families are different.

e. Explore attributes common to cultural groups represented within the classroom and school (e.g., foods, arts, festivals, Treaties, leisure time activities, community celebrations).


K-12 Goal: Think and learn contextually Apply prior knowledge, experiences, and the ideas of self and others in new contexts Analyze connections or relationships within and/or among ideas, experiences, or natural and constructed objects Recognize that a context is a complex whole made of parts Analyze a particular context for the ways that parts influence each other and create the whole Explore norms2 , concepts, situations, and experiences from several perspectives, theoretical frameworks, and worldviews.

K-12 Goal: Think and learn creatively Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts Explore complex systems and issues using a variety of approaches such as models, simulations, movement, self-reflection, and inquiry Create or re-design objects, designs, models, patterns, relationships, or ideas by adding, changing, removing, combining, and separating elements Imagine and create central images or metaphors for subject area content or cross disciplinary ideas.

K-12 Goal: Think and learn critically Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena Distinguish among facts, opinions, beliefs, and preferences Apply various criteria to assess ideas, evidence, arguments, motives, and actions Apply, evaluate, and respond to differing strategies for solving problems and making decisions Analyze factors that influence self and others’ assumptions and abilities to think deeply, clearly, and fairly.

K-12 Goal: Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually) Recognize that cultural and linguistic backgrounds, norms, and experiences influence identity, beliefs, values, and behaviours Develop skills, understandings, and

confidence to make conscious choices that contribute to the development of a healthy, positive self-identity Analyze family, community, and societal influences (such as recognized and unrecognized privileges) on the development of identity Demonstrate self-reliance, self-regulation, and the ability to act with integrity Develop personal commitment and the capacity to advocate for self.

K-12 Goal: Understand, value, and care for others Demonstrate openmindedness3 Learn about various peoples and cultures toward, and respect for, all Recognize and respect that people have values and worldviews that may or may not align with one’s own values and beliefs Value the varied abilities and interests of individuals to make positive contributions to society Advocate for the well-being of others.


- First Nations Honor song playing on Smartboard - A copy of “A Circle of Friends” by Terri Mack - A traditional First Nations drum (if available) - Contact an aboriginal dancer or drummer to come and talk to the class- Pow Wow Fancy shall dance video

Time Required for Lesson:50 min

Introduction/Discussion/Examples (20 Minutes):

- Start lesson by having the Honor song playing (available on Itunes)- Read the book “A Circle of Friends” by Terri Mack- Ask students if that have ever been to a Pow wow or know what it is- Explain to them that pow wows are a First Nations ceremony that is held to join together in

dancing, singing, visiting old friends and family, and making new friends. They are meant to appreciate First Nations culture and to reconnect.

- show students a video of Fancy shall dancers at a pow wow (https://www.youtube.com/watch?v=hbamqRd1NR4)

Activity (30 Minutes):

- have an Aboriginal pow wow dancer or drummer come into the class and show students their special talent.

- Allow the guest to share stories with children, and let children ask any questions they might have.

- Later in the day ask students to write a few sentences and draw a picture about what they learned about pow wows and Aboriginal celebrations

Assessment:

- Assess students on their ability to share their ideas through writing.

Adaptions:

- If students have difficulty sharing their ideas through writing, let them verbally share what they learned about pow wows and aboriginal ceremonies.

Resources:

“A Circle of Friends” by Terri Mack http://www.strongnations.com/store/item_display.php?i=4064&f=3111,2696,2697

Pow wow Fancy shall dancers video https://www.youtube.com/watch?v=hbamqRd1NR4

The meaning of a pow wow http://www.powwows.com/what-is-a-pow-wow/

Social Studies Unit – Grade 1 Interactions and Interdependence of Nature

Name: Tori Fredlund


Lesson: 3

Content: Hanukkah Traditions


- Celebrated on the 25th date of Kislev from the Hebrew calendar and last for 8 Days. - Lighting of the Menorah is the main Hanukkah traditions

How to light a Menorah:If one uses a menorah which has holders for eight lights: On the first night one kindles the light on the extreme right. On the following night, another light is added to the left of that and is lit first, followed by the light in the holder which he had lit on the previous night. On each night, an additional light is added to the left of the light which had been lit on the previous night. This new light is kindled first, followed by the light which had been lit previously. Thus one is always adding from right to left, but lighting from left to right. (chabad.org/holidays/chanukah/article_cdo/aid/105045/jewish/How-to-Light.htm)

Outcomes and indicators:

Outcome: IN1.1Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.

- Generate questions about family traditions and celebrations (e.g., Are special clothes worn? Is there special food? Are there special dances, songs, music? Are there other special cultural traditions?).

- Describe behaviours, actions, or activities that are part of students’ family traditions or celebrations.

- Gather information regarding traditions, celebrations, or stories of others by identifying and accessing various resources (e.g., family members, Elders, teachers, neighbours, library books, video clips).

Outcome: IN1.2Discuss cultural diversity in the family and classroom, including exploration of similarities and differences.

- Recognize that families are varied and diverse.

- Explore the diversity of ways of life for families (e.g., language, clothing, food, art, celebrations).

- Identify ways in which families are similar and ways in which families are different.

- Explore attributes common to cultural groups represented within the classroom and school (e.g., foods, arts, festivals, Treaties, leisure time activities, community celebrations).





K-12 Goal: Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually) Recognize that cultural and linguistic backgrounds, norms, and experiences influence identity, beliefs, values, and behaviours Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity Analyze family, community, and societal influences (such as recognized and unrecognized privileges) on the development of identity Demonstrate self-reliance, self-regulation, and the ability to act with integrity Develop personal commitment and the capacity to advocate for self.



- Sesame Street: Hanukkah with Veronica Monica video: https://www.teachervision.com/teaching-hanukkah/videos-and-activities.html#prettyPhoto set up on smart board

- Construction paper- Glue - Scissors- Previously handmade Menorah to hang outside classroom - 9 laminated candle flames - Hanukkah worksheets

Time Required for Lesson: 40 min

Introduction/Discussion/Examples (10-15 Minutes):

- Ask students if anyone in the class celebrates Hanukkah or knows what it is. - Show students the Sesame Street video Hanukkah with Veronica Monica. - Explain to students that Hanukkah is similar to Christmas in ways such as spending time

with family, having big suppers, and giving gifts to family and friends. - Allow students to ask any questions about Hanukkah celebrations.

Activity (25 Minutes-30 Minutes):

- Tell students that we are going to be making a class Menorah and will be “lighting” a new candle every day for Hanukkah.

- Using numbered popsicle sticks, separate students into 9 groups- Each group will go to a station with a variety of colored construction paper, scissors, and

glue.- Students are going to make a construction paper chain to be candles on our menorah - Have students cut construction paper into 8 strips and make a paper chain by linking the

strips together and gluing the ends. One group will make their candle 9 strips long for the middle of the menorah.

- Each group will then hang their candle up on the menorah that is hanging outside of the classroom.

- If students are finished early, provide them with worksheets and activities about Hanukkah, available here: http://www.education.com/worksheets/hanukkah/

- Each day we will end by hanging up a new flame on our menorah, until Hanukkah is over.

Assessment:

- Make anecdotal notes on the students understanding of a holiday that is not celebrated by them.

- Ask students if they were aware of holidays that they do not celebrate with their families.

Resources:

The story of Hanukkah: Videos and activities

https://www.teachervision.com/teaching-hanukkah/videos-and-activities.html#prettyPhoto

Classroom Menorah craft

https://www.pinterest.com/pin/339599628131432863/

How to Light a Menorah

chabad.org/holidays/chanukah/article_cdo/aid/105045/jewish/How-to-Light.html

Hanukkah worksheets

http://www.education.com/worksheets/hanukkah/




Lesson: 4

Content: Christmas

Today we will discuss the popular Christmas holiday in the classroom. To begin the class I will have Christmas music playing to really set the pace for the class. We will begin by asking students what they think Christmas is. They will come to the conclusion that it’s when Santa Claus delivers presents, we decorate trees, sing Christmas songs, and eat sweets. We will brain storm this list of ways students celebrate Christmas. We will discuss why we celebrate Christmas and how Christmas Trees originated. The answers to the open discussion are found in the background information found below. At this point if needed we will also discuss with students that not all families celebrate Christmas. Explaining that some families celebrate a different version of Christmas or don’t celebrate Christmas at all. We will explain that some families from different parts of the world have different ways of celebrating. This will move us to the activity portion of the lesson. We will show students a Christmas tree picture or cut out on the door or on a bulletin board and explain that we will create decorations to put on the tree. On the front side will be a picture of the student. On the back side will be a drawn picture of the student and how they celebrate Christmas. Teacher will assist in the written sentence that explains what is happening in the picture. We will laminate the Christmas ornament and have students cut them out before placing them on the tree. With access to the students picture to see whose work it is and being able to flip the picture to see how they celebrate.


http://www.simpletoremember.com/vitals/Christmas_TheRealStory.htm

I. When was Jesus born?

A. Popular myth puts his birth on December 25th in the year 1 C.E.


The Origin of Christmas TreeJust as early Christians recruited Roman pagans by associating Christmas with the Saturnalia, so too worshippers of the Asheira cult and its offshoots were recruited by the Church sanctioning “Christmas Trees”. Pagans had long worshipped trees in the forest, or brought them into their homes and decorated them, and this observance was adopted and painted with a Christian veneer by the Church.

http://www.whychristmas.com/customs/trees.shtml

The first person to bring a Christmas Tree into a house, in the way we know it today, may have been the 16th century German preacher Martin Luther. A story is told that, one night before Christmas, he was walking through the forest and looked up to see the stars shining through the tree branches. It was so beautiful, that he went home and told his children that it reminded him of Jesus, who left the stars of heaven to come to earth at Christmas. Some people say this is the same tree as the 'Riga' tree, but it isn't! The Riga tree originally took place a few decades earlier. Northern Germany and Latvia are neighbors.

Outcomes:

Social Studies Outcome: IN1.1 Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.

Indicators:




e. Compare how families recognize important family events (e.g., What is the same about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different?)


Arts Education Outcome: CH1.1 Describe the arts and cultural traditions found in own home and school community.

Indicators


a. Identify different kinds of arts expressions in home and community (e.g., different types of music on the radio, buildings/architecture, graphic images on commercial products, furniture and clothing design, jewellery, photography in the home, community dance or theatre).

b. Demonstrate awareness that people from various cultures create artistic products and presentations as an important part of their heritage.

c. Respond to arts expressions found in own home and community, both verbally and non-verbally (e.g., through movement or drawing).


Students must have a basic understanding as to why their families celebrate Christmas and how they celebrate the holidays. Students must have the basic skills to use scissors and must be able visualize how they celebrate Christmas.


Some adaptive dimensions would include whether or not students celebrate Christmas in one form or another. Also includes if they celebrate it at all. If you are aware that there are students whose families have different beliefs you can send home a form to discuss that we are celebrating a Christmas activity. If families are not comfortable students do not have participate and can work with a specialist teacher during the activity. If students celebrate a different form of Christmas they can still place their ornament on the tree and the teacher can write on the decoration that this students celebrates their own Christmas and this is how they celebrate it.


Having the background information handy. Having the Christmas music and Christmas tree ready to go before the class begins. Possibly having other visuals ready to go to give the students more visuals to understand the holiday. Having pictures of the students ready to go for the craft and having the supplies for students to decorate their ornament.


45-50 Minutes

Introduction/Discussion (10-15 Minutes):

This will be the beginning of the class where student walk in to hear Christmas music. Opening the discussion on what Christmas is and how all the students may or may not celebrate differently. Making a checklist on how we feel Christmas is celebrated. This will be the part of the discussion where we talk about how some families may not celebrate Christmas or may celebrate it in a different way. This will lead us into the activity part of the lesson.

Activity (30 – 35 Minutes):

This activity will happen during the remainder of class. This is where students will be introduced to the Christmas tree and we will talk about the activity. Students will be given an ornament worksheet with their picture on it to cut out. They will then draw/color a picture on the opposite side to explain how their family celebrates Christmas. Once they have completed this I will assist them in writing a sentence to explain their picture. If there is time they can decorate around the picture of themselves on the front side.

Assessment:

Students will be assessed on their work on the ornament

Resources:






Name: Skyler Fellner and Tori Fredlund


Lesson: 5

Content: Kwanzaa Celebrations

Background information: Kwanzaa is a weeklong celebration from December 26th- January 1st. it is to honor African heritage and culture.


Outcome: IN1.1





Outcome: IN1.2








K-12 Goal: Think and learn creatively Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts Explore complex systems and issues using a variety of approaches such as models, simulations, movement, self-reflection, and inquiry Create or re-design objects, designs, models, patterns, relationships, or ideas by adding, changing, removing, combining, and separating elements Imagine and create central images or metaphors for subject area content or crossdisciplinary ideas.


K-12 Goal: Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually) Recognize that cultural and linguistic backgrounds, norms, and experiences influence identity, beliefs, values, and behaviours Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity Analyze family, community, and societal influences (such as recognized and unrecognized privileges) on the development of identity Demonstrate self-reliance, self-regulation, and the ability to act with integrity Develop personal commitment and the capacity to advocate for self. K-12 Goal: Understand, value, and care for others Demonstrate openmindedness3 Learn about various peoples and cultures toward, and respect for, all Recognize and respect that people have values and worldviews that may or may not align with

one’s own values and beliefs Value the varied abilities and interests of individuals to make positive contributions to society Advocate for the well-being of others.

K-12 Goal: Understand and value social, economic, and environmental interdependence and sustainability4 Examine the influence of worldviews on one’s understanding of interdependence in the natural and constructed world Evaluate how sustainable development depends on the effective and complex interaction of social, environmental, and economic factors Analyze how one’s thinking, choices, and behaviours affect living and non-living things, now and in the future Investigate the potential of individual and group actions and contributions to sustainable development Demonstrate a commitment to behaviours that contribute to the well-being of the society, environment, and economy – locally, nationally, and globally.


- Copy of “My First Kwanzaa” by Deborah M. Newton Chocolate - African Map on SmartBoard- Picture of African flag- Bracelet elastic - Scissors- Green, red, and black beads- African map coloring pages - Kwanzaa music



- Have the song “Kwanzaa for young people” playing when students come into the classroom.

- Have a picture of the African flag and map up on the smartboard- Ask students if they know where Africa is. Ask them if they know what the African

colors are by looking at the map. - Read the book “My First Kwanzaa” by Deborah M. Newton Chocolate.


- Explain to students that we will be making beaded bracelets using the colors of the African flag

- Each student will get a piece of elastic to fit their wrist, and a variety of beads in red, black, and green.

- Have students make a repeating pattern using the beads - Play Kwanzaa music in the background while students are working.- If students finish early, they can work on an African flag coloring sheet. - Ask students to complete activity by giving one person in the class a hug.

Assessment:

- Ask students what they learned about Kwanzaa today? Why do people celebrate Kwanzaa?

Resources:

Kwanzaa lessons and worksheets

http://www.teacherplanet.com/resource/kwanzaa.php

How to make a beaded bracelet instructions

http://www.mias-craft-ideas.com/how-to-make-beaded-bracelets.html

Kwanzaa for Young People song

https://www.youtube.com/watch?v=LvnQQcyPojs

“My First Kwanzaa” by Deborah M. Newton Chocolate

http://www.amazon.com/First-Kwanzaa-Book-Deborah-Chocolate/dp/0439129265


Name: Tori Fredlund


Lesson: 6

Content: Chinese New Year


Celebrated between January 21 and February 20.

Red represents good luck and happiness in Chinese.


Outcome: IN1.1






Outcome: IN1.2














- A copy of “My First Chinese New Year” by Karen Katz.- Red Chinese banners for doors- Traditional Chinese music- Red construction paper- Scissors- Double sided tape - Mandarin oranges for a snack - Markers - Glitter glue- Stickers



- have traditional Chinese music and dance videos playing when the students enter the room

- decorate with red banners and Chinese new year’s decorations - tell students that before we can start our story we must prepare for Chinese New year by

cleaning our desks and classroom. Choose a volunteer to help sweep the floorActivity (25 Minutes-30 Minutes):

- once the classroom is clean, read the story “My First Chinese New Year” by Karen Katz- Ask students if they remember what the color red symbolises in china? - Tell the class that we will be making red lanterns so we can decorate our room for

Chinese New Year

- Each student will get two pieces of red construction paper, scissors, and a few pieces of double sided tape

- Lantern instructions: - 1. Fold the paper lengthways...

2. Make a sharp crease in the folded edge with your fingertip.3. Use scissors to cut into the folded edge of the card, stopping about 2cm away from the opposite edge.4. Make another cut in the same way about 2cm away from the first one, and repeat until you've made cuts all the way along the card, stopping about 2cm from the end.5. Now unfold the card - it should look a bit like the picture labelled 5.6. Roll the card around so the two short edges are together. Now you can see how your lantern will take shape.7. If you're using glue, put glue down one of the short sides of the card - making sure the card is 'right' side up.8. Press the two short sides together firmly so the glue sticks - or if you're using sticky tape or staples, hold the sides together and fasten them in place.9. If you're using glue to stick your lantern together, you might want to hold it in place with paper clips while the glue dries.10. To give your lantern a handle, cut a strip of card or paper about 2cm wide. The handle needs to be long enough to curve over from one side of the top of your lantern to the other.11.Stick the handle across the inside of the top of the lantern. http://www.show.me.uk/editorial/1188-how-to-make-a-paper-lantern

- Students can use markers, glitter, and stickers to decorate their lanterns- Use yarn to string lanterns around the windows and door in the classroom- If students finish early, provide them with worksheets on Chinese New year. Lots can be

found here: http://www.activityvillage.co.uk/chinese-new-year-worksheets - provide students with mandarin oranges as a snack.

Assessment:

- ask students and take notes about why we made red lanterns? Why did we have mandarin oranges as snack? What western holiday is Chinese New Year similar to?

Resources:

Chinese New Year Lesson plans

http://kidworldcitizen.org/2012/01/11/a-lesson-plan-for-chinese-new-year-w-props-and-stories/

Paper Lantern Instructions

http://www.show.me.uk/editorial/1188-how-to-make-a-paper-lantern

“My First Chinese New Year” By Karen Katz

http://www.amazon.com/gp/product/1250018684/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=1250018684&linkCode=as2&tag=kidworcit-20

Chinese New Year Worksheets

http://www.activityvillage.co.uk/chinese-new-year-worksheets




Lesson: 7

Content: Mardi gras

Students will be celebrating Mardi gras today. To begin class I will greet the students with a Mardi gras mask of my own while handing out strands of beads to each student. This will cause both excitement and confusion among you students but you will reassure the students that it’s part of today’s study where we will discuss the celebration of Mardi gras. To start off our lesson we will discuss what Mardi gras means and how people celebrate it. Background information can be found below. After we have discussed the basic knowledge of Mardi gras, students will watch https://www.youtube.com/watch?v=llEAqex8qM4 to give them more visuals on the celebrating of Mardi gras. After we have watched the video we will create our own Mardi gras mask. Using the following template http://www.activityvillage.co.uk/mask-template-1, students will create their own mask. Students will also have access to feathers and stickers to place on their masks. After students have colored the masks they will cut out the masks. After they have done this they will bring the masks over and the teacher or teacher’s assistant will staple feathers on to the mask and then hole punch and attach a string so students are able to wear their masks. If there is enough time students can participate in a small dance to end the class with some music that would played at Mardi gras events. https://www.youtube.com/watch?v=PrcrGEj5ZwM


Some background information on Mardi gras can be found on the following two sites:

http://www.activityvillage.co.uk/mardi-gras


https://www.youtube.com/watch?v=PrcrGEj5ZwM

http://www.activityvillage.co.uk/mask-template-1

https://www.youtube.com/watch?v=llEAqex8qM4

Mardi Gras is traditionally a time of colourful celebration before 40 days of Lent. Get your kids involved with our Mardi Gras crafts, printables, colouring pages and other fun activities!

What is Mardi Gras?

Mardi Gras, also known as Fat Tuesday, Shrove Tuesday, Carnival, and even Pancake Day in the UK, is an annual festival which will next be celebrated on 9th February in 2016. Falling just before Lent, it traditionally marks the last opportunity for fun and feasting before 40 days of "self-denial". Mardi Gras means "Fat Tuesday" in French.

Festivities begin at the beginning of February, leading up to Mardi Gras day, and consist of parades, dancing in the street, costumes and masked balls. The modern Carnival tradition developed in Europe in the Middle ages, and is celebrated mainly in Roman Catholic communities in Europe and the Americas today. Some of the most famous celebrations are held in Nice (France), Cologne (Germany), Rio de Janeiro (Brazil) and New Orleans (USA).

http://www.kiddyhouse.com/Holidays/mardigras/mardigras.html

WHAT IS MARDI GRAS (MAHR dee GRAH)?

Mardi Gras is actually Fat Tuesday in French. It is the day before Lent begins Ash Wednesday. Lent is the forty days of fasting prior to Easter Sunday. Mardi Gras is also called "Carnival" sometimes.

WHO INTRODUCED MARDI GRAS TO NORTH AMERICA?

A French explorer named Pierre le Moyne, Sieur d'Iberville, first introduced Mardi Gras to North America in 1699. He camped by the Mississippi River and he named the spot he camped, Point du Mardi Gras. This custom soon became very popular in New Orleans, Louisiana and in several other Southern States like Alabama and Florida. The largest Mardi Gras celebration is probably in Rio de Janeiro, Brazil. However, the most spectacular would be in New Orleans, Louisiana, in the United States.

WHEN IS MARDI GRAS?

Mardi Gras falls on Fat Tuesday. It is 46 days before Easter and since the actual date of Easter changes yearly, Mardi Gras can be on any Tuesday between February 3 and March 9 Mardi Gras is a holiday in New Orleans.

In French :

- Gras = Fat

- Mardi = Tuesday

Outcomes:



Indicators:




Arts Education Outcome: CR1.1 Demonstrate understanding that the arts are a way of expressing ideas.

Indicators:

b. Make connections between arts expressions and own lives (e.g., What do you like about this music? What does it make us think about?).

d. Discuss how arts expressions can represent feelings and ideas.

e. Share thoughts and feelings evoked by works of art.

f. Use grade-appropriate arts terminology when discussing the arts (e.g., bright colours, quiet sounds, fast movements).

h. Describe ways that arts expressions can have an effect on people (e.g., the music makes us feel like moving, the actors made us think about why some people act like bullies).


Students would need to have a basic understanding of what celebrations are. Mainly they need to be able to work independently on their masks.


Adaptive dimension would be incorporating more of the music portion of the lesson especially if you are looking for arts/music lesson. If the classroom isn’t ready for the organization of making the masks they could just have pictures of a Mardi gras celebration that wouldn’t require the class to make their own masks.


For preparation teachers will need to have a Mardi gras mask of their own and some beads for the beginning of class. After this teachers will need to have access to a projector so the video can be played for the class. Next having enough mask worksheets printed out and ready for students. If students do not have their own markers, make sure there are some ready. Along with stickers and feathers for students to decorate with. Hole punch and string to put the final touch and complete the mask for the student. If time having music ready for the students to dance to.


45-50 Minutes

Introduction/Discussion/Video (10-15 Minutes):

This is the portion of the lesson where the teacher will welcome the students with beads while wearing a mask of their own. As they sit in their desks we will begin discussing why we started today like this. We will discuss that we are celebrating Mardi gras today in the classroom. Next we will go into depth on why it is celebrated before watching a video to give students more of a visual.


Now we will begin the activity portion of the lesson where students will be given a mask template to color and decorate. They will then cut out their template and hand it in to the teacher or teacher’s assistant so they can put the finishing touches on it. After all is completed we will have the students in their masks for the reminder of class. If there is enough time students will celebrate the rest of the class by dancing to traditional music found at a Mardi gras festival.

Assessment:

Students could be assessed on a worksheet that would reflect on knowledge learned about Mardi gras during a future class.

Resources:

http://catinkacards.tripod.com/coloring_pages/mardi_gras.html

http://catinkacards.tripod.com/coloring_pages/mardi_gras.html

http://www.educationworld.com/a_tsl/archives/00-1/lesson0038.shtml


http://candauscrew.blogspot.ca/2012/02/mardi-gras.html







Lesson: 8

Content: St. Patrick’s Day

Students will be greeted by the teacher who will be surprisingly dressed in all green. As students walk into the room they will be told that something is weird about the classroom today. As we walk into the classroom we will notice a lot of the supplies in the classroom are knocked off shelves and we will notice there are little green footprints jumping out the window. After we will find a note that says “I heard the grade 1’s were celebrating St Patrick’s Day today, a little early don’t you think? I left you two surprises one is easy to see, while the other is a special surprise that is hidden somewhere in the classroom. Good luck”. Students will begin looking for the bag of chocolate coins and once it is found we will share as a class and begin our lesson. After you have calmed the students down you will engage them in a discussion on how St Patrick Day is celebrated and why it is celebrated. Background information can be found below. We will discuss that it’s a celebration that began in Ireland and now it can be celebrated all around the world. After we have the basic understanding we will complete a coloring page http://www.bigactivities.com/coloring/st_patricks_day/rainbows/rainbow_clouds_sun.php as a class. Teaching students the colors of the rainbow to incorporate into today’s lesson. Going through each color in order (red, orange, yellow, green, blue, purple). We will discuss why rainbows are an important part of the St. Patrick’s Day tradition. To end off class with an extension or some filler we could play the sorting game. Where students would take turns

http://www.bigactivities.com/coloring/st_patricks_day/rainbows/rainbow_clouds_sun.php




http://candauscrew.blogspot.ca/2012/02/mardi-gras.html


http://www.educationworld.com/a_tsl/archives/00-1/lesson0038.shtml

naming things that are different color of them rainbow as we write our answers on the white board.


Background information on St Patrick’s Day for teachers can be found on the following site:

https://kidskonnect.com/holidays-seasons/saint-patricks-day/

Saint Patrick's Day is a cultural and religious celebration that happens annually on 17 March to mark the death date of the most commonly-recognised patron saint of Ireland, Saint Patrick. It is also a public holiday in the Republic of Ireland, Northern Ireland, Newfoundland and Labrador and Montserrat. Keep reading for more facts about St. Patty's Day.

St. Patrick’s Day is an annual feast day celebrating the patron saint the day is named after.

St. Patrick’s Day is the national holiday of Ireland and is usually celebrated on March 17.3. St. Patrick’s Day has become a popular holiday in the United States. People wear green and eat corned beef and cabbage.

It is believed St. Patrick, a Roman-Britain-born Christian missionary, was born in the late fourth century and is credited with bringing Christianity to the Irish people.

It is also believed St. Patrick drove all the snakes out of Ireland. However, post-glacial Ireland never actually had snakes. Many believe that the term “snakes” referred to the serpent symbolism of the Druids of that time and place. Today, there are no snakes to be found! Most people, whether they are Irish or not, wear green on this day. One of the Irish traditions is to pinch anyone who is not wearing green on St. Patrick’s Day.

Irish immigrants began observing the holiday in Boston in 1737 and the first St. Patrick’s Day parade was held in New York City in 1766.

Corned beef and cabbage are traditional foods eaten on this holiday.

The shamrock, pot-of-gold and leprechauns are also associated with St. Patrick’s Day. The shamrock was worn as a badge on the lapel. Three is Ireland’s magic number and the three petals that make up the shamrock are supposed to bring good luck. The three leaves also represent the Trinity in the Christian religion.

The leprechaun is a small Irish fairy. He is dressed like a shoemaker, with pointed shoes and hat. He also wears a leather apron. Leprechauns are supposed to be unfriendly little men who lives alone in the forest, spending all of their time making shoes and guarding their treasures. If someone catches a leprechaun, he will be forced to tell where he hides all his pots of gold. However, the leprechaun must be watched at all times. If his captor looks away, the leprechaun will vanish along with his treasure.


St. Patrick’s Day has become a holiday all around the world and for one day out of the year anyone can be Irish and join in the celebration.

Outcomes:


Indicators:





Arts Education Outcome: CP1.8 Create art works that express own ideas and explore different forms (e.g., painting, drawing, printmaking) and media (paint, found objects).

Indicators:Identify and explore many different colours in own surroundings and in art works, and identify red, yellow, and blue as primary colours.


Students must be able to point our colors and name them. Some may have previous knowledge of the color order of the rainbow. Students must be able to sort objects into what color group they belong too.


If the class is very organized students could play the color sorting game in pairs on a worksheet. It would give the teacher the opportunity to have a way to assess.


Having the classroom set up before the beginning to look like a mess, along with writing the note, and having the chocolate coins hidden. After that having the rainbow worksheets printed and ready to go.


45-50 Minutes

Opening Activity (5-10 Minutes):

This will be the opening activity where we figure out we have had a visit from a leprechaun and the students participate in looking for the gold he left behind.

Discussion (5-10 Minutes)

After the activity we will discussion about when St Patrick’s Day is celebrated, how it is celebrated, and why it is celebrated. Having discussions if students celebrate with their families and how they possibly they celebrate.

Activity (20-25 Minutes):

After we have discussed how St Patrick Day is celebrated we will complete the rainbow color worksheet as a class. Coloring the rainbow colors in order and teaching students how it is relevant to the celebration of St Patrick Day. Once we have completed the worksheet if there is time we would play the coloring sorting game as a class.

Assessment:

Students could be assessed in future classes on their ability to order to the color of the rainbow.

Resources:



http://ericabohrer.blogspot.ca/2014/03/celebrating-st-patricks-day-in-first.html

http://www.scholastic.com/teachers/top-teaching/2014/02/extreme-classroom-makeover-st-patricks-day-edition





Lesson: 9

Content: Cinco de Mayo

Students will be participating in Cinco de Mayo today in class. As students walk in you will have changed some things about the room. You will have Mexican fiesta music playing, you will playing some maracas, have a Mexican flag in the room, and have a map of Mexico somewhere the students can see it as well. That’s how we will open class by asking what is different in the classroom today. Students will point out what is different. I will then explain that we are celebrating Cinco de Mayo today. First have students say it so they understand the word. I will explain that Cinco de Mayo means May 5th in English and that is when Mexico celebrates it. We will discuss why it is celebrated. The background information for educators is found below. Explaining it to students it’s a reason for Mexico to celebrate Mexican traditions and different ways of celebrating. It celebrates the courage of the men who were in the Battle of Puebla in 1862. We will be celebrating by creating our own maracas and playing along to the Mexican Fiesta music. Creating our maracas will be done as a class. Students will be given two plastic spoons and a plastic egg. Students will be asked to fill up their egg half way with either

rice, lentils, or macaroni. After they have filled the egg I will walk around with tape to tape the egg between the two plastic spoons. Like the picture found below. Now we as a class will play along to the Mexican fiesta music.




http://ericabohrer.blogspot.ca/2014/03/celebrating-st-patricks-day-in-first.html


The following site gives background knowledge on Cinco de Mayo, some things to prepare to explain to your students, and some lessons or activities to use in class.

http://www.scholastic.com/teachers/top-teaching/2011/04/celebrate-cinco-de-mayo

Cinco de Mayo, May 5th, is a Mexican-American holiday celebrated in the southwestern states and in U.S. cities with large Mexican-American populations. It's a much bigger holiday in the United States than in Mexico. Cinco de Mayo commemorates a surprise victory of the Mexican Army led by Benito Juárez over the French at the Battle of Puebla in 1862. Sometimes we confuse this special day with Mexican Independence Day, which is celebrated throughout Mexico on September 16.

Read on for easy ways to celebrate Cinco de Mayo at your school.

Preparing for Cinco de Mayo

Things to Make

1. Flags — According to Mexican legend, Aztec leaders were told by the gods that they should build their city, Tenochtitlan, where they saw an eagle sitting on a nopalcactus with a snake in its beak. Here is a flag your students can color.

2. Maps of Mexico — On your students' maps it's important to locate Mexico City and Puebla, which is near Mexico City. My favorite maps are large, desktop-size maps from Maps for the Classroom. For independent learners, you can set up Step-by-Step Mapping at a center. These maps are time-consuming so you may want your students to work in pairs. The finished maps are beautiful, especially when laminated.

3. Maracas — Papier-mâché maracas add something special to a parade. If you plan to parade around your classroom or the school playground, you can make papier-mâché maracas easily. Papier-mâché needs time to dry, so start about one week ahead of time.

http://www.dltk-kids.com/world/mexico/mexican_maracas.htm


Photo: A huge Mexican flag flies over the zócalo, or town square, of Mexico City.

4. Tissue paper flowers arranged in jars and vases will brighten your classroom and add a festive touch. You'll need tissue paper, pipe cleaners, scissors, and recycled glass jars. This is an easy project, but you might want to invite a parent to help you.

Celebrating Cinco de Mayo

Things to Do

1. Mariachi music and parade — Search iTunes or websites for mariachi music. Students can play their maracas along with the music. Mariachi music makes great dancing or marching music for a parade!

2. Traditional Mexican food — There aren't any special foods for Cinco de Mayo, but your students might enjoy a simple snack like guacamole or salsa with chips.

For more adventurous cooks, here is a recipe for sopes, a small, soft, thick tortilla served with thinly sliced or shredded beef, seafood, or, for vegetarians, beans and cheese.

Depending on where you live, you may be able to find Mexican candy in flavors liketamarindo.

Cajeta, a goat's milk caramel, can be purchased as lollipops or as a thick syrup to top vanilla ice cream.

Holidays like Cinco de Mayo are an ideal time to include Mexican-American parents and grandparents in food preparation and party planning.

3. Piñata - I'm always looking for an excuse to have a piñata. If you have safety rules and structure, a piñata can be lots of fun for a class.

http://www.kiddyhouse.com/Holidays/Cinco/

WHEN IS CINCO DE MAYO ?

The celebration of Cinco de Mayo (meaning 5th of May in Spanish) should not be confused with Mexican Independence Day. Mexican Independence Day is celebrated on 15th September (eve of Independence Day) while Cinco de Mayo falls on 5th of May. Mexico declared its independence from Spain on 24th August, 1821. This modern holiday begain when a group of California State University students decided to hold the first Cinco de Mayo commemoration in the United States. This was around 1967. The students felt that there was no Chicano holidays and needed to do something about it. They wanted something to recapture their history and identity and decided that the Battle of Puebla was symbolic and they could connect it to their struggle for the formation of a Chicano Studies program at the university.


Read more about Mexico's History of Independence here.

WHAT IS CINCO DE MAYO CELEBRATION ABOUT ?

Cinco de Mayo is not an American Holiday but it is celebrated on a much larger scale by Chicanos in the U.S. than in Mexico. In Mexico, the celebration of Independence Day is considered more important. Cinco de Mayo is the celebration of the courage of the Mexican people during the battle (La Batalla de Puebla) on May 5th, 1862 where 4,500 Mexican soldiers defeated the Mexican traitors (exiled Mexican Convervatives) and French army of 6,500 at Puebla, Mexico . Puebla is 100 miles east of Mexico City. The Mexican forces were made up of untrained commoners. This victory did not win the war but it showed the courage and strength of the Mexican troops. The "Batalla de Puebla" became a symbol of Mexican unity and patriotism.

After Mexico gained its independence from Spain in 1821, the country was faced with many problems. There were internal power struggles and during the dictatorship of Santa Anna, Mexico went to war with the United States in 1846. This war and the years of fighting put Mexico in a very bad financial position. It was bankrupt. Mexico had to give away a huge portion of its land to the United States. That land is now known as Texas.

Outcomes:


Indicators:



e. Compare how families recognize important family events (e.g., What is the same about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different?)


Arts Education Outcome - CP1.5 Create music expressions and contribute to decisions about ideas, sounds, instruments, and order (e.g., loud/soft, fast/slow, high/low).

Indicators:

a. Experiment with the voice and instruments by creating and imitating sounds.

b. Contribute to music inquiry questions and processes (e.g., How many different sounds can we make with these instruments? How can we arrange the sounds in an interesting way?).

d. Create a variety of different sounds from one sound source.

e. Select sounds with purpose, and organize sounds to convey particular images or expressive qualities.

h. Identify own contributions to collaborative processes.


Students must have the ability to work independently to create the maracas all on their own. Being able to follow orders is key for the following activity. Having the ability to listen to music and being able to recognize and recreate the beat found in music with handmade instruments.


Adaptive dimensions would have students gaining assistance from the teacher or a teacher’s assistant to create the maraca. Along with repeating music heard on the Mexican fiesta music we could allow students to have their own creations or create what they think would be played at a Mexican fiesta.


Having all the Cinco de Mayo materials ready before the students arrive. Such as your own maraca, the Mexican flag, Mexican map, and the Mexican fiesta music. The other materials would be having all the resources for students to create their own maracas ready. This involves tape, plastic spoons, plastic eggs, macaroni, lentils, and rice.


45-50 Minutes

Introduction/Discussion (10-15 Minutes):

Class will begin with students discussing what is different about the room today. They will notice there is Mexican fiesta music playing, a Mexican flag, a Mexican map, and my own maracas. This will trigger are discussion on the holiday we will be celebrating in the classroom today. Cinco de Mayo is a Mexican holiday that is being celebrated today, it is usually celebrated on May 5th but we will make the exception today. We will discuss why Mexicans

celebrate the holiday before moving on to our activity and all the resources we have in the room today and how they are relevant for today’s lesson.

Activity (30-35 Minutes):

Now we will begin our activity. Students will have noticed that I have some other materials in the room. I will now hand out two plastic spoons and a plastic egg to each student. By rows I will have them take their egg and fill it with one of the three materials found at the front of the room. Their options are macaroni, lentils, or rice. They can only choose one and after we all made our maraca we will discuss how each material makes the maraca sound differently. As student have filled their egg I will come around and tape the egg between the two plastic spoons given to the student’s earlier. Once all students have their own maraca we will listen and repeat the sound found on the Mexican fiesta music. If there is enough time students will play their instrument and we will discuss the differences between some of the maracas because the material we chose to put in our egg.

Assessment:

Students will be assessed on their completion of the maraca activity and their ability to repeat patterns found in the music’s pattern.

Resources:



http://www.whatsupfagans.com/2013/12/m-is-for-music-preschool-lesson-plan/

http://www.whatsupfagans.com/2013/12/m-is-for-music-preschool-lesson-plan/




Name: Tori Fredlund


Lesson: 10

Content: Ramadan: Muslim Celebrations

Background information: Ramadan is the ninth month of the Islamic calendar and is recognized by every Muslim worldwide. It is a time for fasting, prayer, giving, and self-growth. The Ramadan moon is symbolic because it represents when Ramadan is about to begin.


Outcome: IN1.1






e. Compare how families recognize important family events (e.g., What is the same about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different

Outcome: IN1.2






- Copy of “The Ramadan Moon” by Na’ima Robert- Picture of a Ramadan moon on the smartboard- Song from youtube: Ramadan Moon Yusuf Islam Friends and Family:

https://www.youtube.com/watch?v=GMdsa4z2nkY - Tissue paper in a variety of colors, preferably yellow, purple, and blues. - Waxpaper- Diluted glue (2 parts glue, 1 part water)- Paint brushes- Crescent moon cut out (enough for each student)- Scissors- Paper clips- Yarn- Tape

Time Required for Lesson: 45-50 min


- Start lesson by having the lights turned off and a picture of a Ramadan moon on the smartboard.

- Tell students to find a seat in the classroom where they will be able to hear and see the story.

- Explain to students that today we will be learning about a very important Islamic tradition that is celebrated by all Muslims.

- Explain to students that Ramadan is almost a month long and it is a time for Muslim people to pray, help others, and fast.

- Tell students about the Ramadan moon and that it is how Muslim people see that it is time for Ramadan.


- Read the book “Ramadan Moon” by Na’ima Roberts - Ask students if they have any questions about the story or about Ramadan. - Students will be making Ramadan Moon suncatchers to hang in the window of the

classroom- While students work, play the song “Ramadan Moon” on the smartboard- Each student will need a few quarter pieces of tissue paper, all different colors, a pair of

scissors, a paint brush, a container of diluted glue (2 parts glue, 1 part water) to share in a table group, a piece of wax paper, a pencil, and a crescent moon cut out sheet.

- Students will rip tissue paper into small pieces

- They will then paint a thin layer of diluted glue onto the wax paper. Then layer the tissue paper onto the wax paper, overlapping tissue paper and adding more glue as they go.

- Continue this until enough wax paper is covered to make a suncatcher. Set aside to dry.- When suncatchers are drying, students can cut out their crescent moon. Ask students to

write a few sentences about what they want to do to help someone during the month of Ramadan

- Once the suncatchers are dry students can trace a crescent moon onto the tissue paper, and cut it out.

- They will then use a hole punch to put a hole on the top and use a paper clip and yarn to hang them from the windows.

- Have a class discussion about what students learned about the traditions of Ramadan

Assessment:

Assess the student’s ability to communicate ideas about what they want to do to help someone during the time of Ramadan, using sentences.

Resources:

Ramadan Moon lyric video

https://www.youtube.com/watch?v=GMdsa4z2nkY

About Ramadan Moon

http://www.theeid.com/ramadan/ramadan-moon.html

Tissue paper suncatchers

http://www.firstpalette.com/Craft_themes/Colors/tissuepapersuncatchers/tissuepapersuncatchers.html

What is Ramadan?

http://islam.about.com/od/ramadan/f/ramadanintro.htm

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